This is a less formal, discussion posting. Not really cleaned up, since I have other deadlines looming where I need to focus my time. But I wanted to post it while thinking about it, before it gets buried by other projects. It is a slightly lengthy, not quite essay, regarding my concerns about the recommendations for "gamification" of instruction in the classroom, especially competitive versus cooperative. It is posted more as a forum discussion request. I look forward to everyone's comments.
At the time of this posting I was taking an elective course in Teaching Youth & Teens with ADD / ADHD & Executive Function (EF) Deficits. Basically how to understand and provide appropriate adaptations when teaching this population group. Part of the course includes online discussions. I thought I would save for discussion outside of the classroom, my postings of related topics. I welcome feedback from others...

It has been a VERY busy 10 months. we have spoken at many conventions/conferences, sat on panels, provided presentations, been in live Q&A chat session, and had many interviews. All about the effects of role-playing games, and their use to achieve therapeutic and educational goals for many different populations. Here is a listing of all these in one location for your convenience...

Participants often engage in role-playing in order to step inside the shoes of another person in a fictional reality that they consider “consequence-free.” However, role-players sometimes experience moments where their real life feelings, thoughts, relationships, and physical states spill over into their characters’ and vice versa. In role-playing studies, we call this phenomenon bleed.[1]

Caligo Mundi is a freeform and live action role playing club based in Melbourne, Australia. We currently run a number of ongoing games in a variety of settings, including: The Lady's Sigil - Pathfinder set in Planescape, 7th Sea - Dramatic, agical 17th Century Europe, and Colony: Antares - A futuristic game of pioneers in an Alien world. Their Facebook page: https://www.facebook.com/groups/caligomundi

Debriefing is a somewhat controversial topic in role-playing communities today. While some individuals feel that games should remain distinct from the mundane world and debriefing is an unnecessary complication, many role-players have grown concerned about difficulties in the process of transitioning between intense game experiences back to mundane life.[1]

Thanks to feedback from @Jmstar on Twitter, he pointed out a public school in Denmark teaching all subjects for what in the US we would consider sort of upper high school, or post high school between high school and college, teaching in depth educational subjects entirely using LARP techniques.

Live-action role-playing (larp) occupies a unique place among analog games, for it demands as much from players’ bodies as it does from their minds. It comes then as no surprise that many players find themselves in the situation of feeling confused, exhausted, and emotionally raw after a larp event.1 In fact, larpers frequently exhaust themselves in advance through the leisure labor of planning their costumes, character actions, possible outcomes, and interactions...

The theory of double consciousness was coined by Black American scholar and civil rights activist W. E. B. Du Bois. Du Bois believed that due to the severe history of slavery and constant oppression, Black Americans live with not one self, but many. In his turn of the 20th century ethnography The Souls of Black Folk, he says, ...